Challenge #1. Challenge #2 Challenge #3 Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe,

Challenge #1

Challenge #2

Challenge #3

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.

• Make schools safe, caring, & focused on teaching & learning

• Improve student character & citizenship

• Eliminate bullying

• Prevent drug use

• Prepare for postsecondary education

• Provide a free & appropriate education for all

• Prepare viable workforce

• Affect rates of high risk, antisocial behavior

• Leave no child behind

• Etc….

SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

“141 Days!”Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

Mitch is in this

classroom!

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

Rachel is in this

school!

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”

• Do NOT learn when presented contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

2001 Surgeon General’s Report on Youth Violence: Recommendations

• Establish “intolerant attitude toward deviance”– Break up antisocial networks…change social

context

– Improve parent effectiveness

• Increase “commitment to school”– Increase academic success

– Create positive school climates

• Teach & encourage individual skills & competence

Worry #2:“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBS Implementation

Logic

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Organizational Features

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Agreements

Team




PROCESS

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

• Work as team for 10 minutes

• Complete “Establishing Team Membership” (1 p. 4-5)

• Review “Committee Group Work” (6)

• Review “Guidelines for Conducting Leadership Team Meetings” (3)

• Review “EBS Self-Assessment Survey” (4)

• Present 2-3 “big ideas” from your group (1 min. reports)

AttentionPlease

1 Minute

Leadership Team Review

Agreements

Team




PROCESS

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

SWIS

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals per Location

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Do we need to tweak our action plan?

• How often?

• Who?

• What?

• Where?

• When?

• How much?

If problem,

• Which students/staff?

• What system?

• What intervention?

• What outcome?

+ If many students are making same mistake, consider changing system….not students+ Start by teaching, monitoring & rewarding…before increasing punishment

Discipline Data Review

• 10 minutes

• Complete “Discipline Referral Data Self-Assessment” Checklist (9)

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease

1 Minute

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting Systems

• Behavioral competence at school & district levels

• Function-based behavior support planning

• Team- & data-based decision making

• Comprehensive person-centered planning & wraparound processes

• Targeted social skills & self-management instruction

• Individualized instructional & curricular accommodations

Individual StudentSystems

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Identifying School-wide Expectations

• 11 minutes

• Select different spokesperson

• Review/develop positively stated school-wide expectations (1 p. 6-7)– 3-5 positively stated

– Mutually exclusive

– Comprehensive

– Contextually appropriate

• Present 2-3 “big ideas” from your team (1 min. reports)

AttentionPlease

1 MinuteNew Spokesperson

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tions

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.

Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

PPerseverance

Holding to a course of action despite

obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrity

Adherence to an agreed upon code

of behavior

• Be responsible• Do your own work

• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time• Meet deadlines; do your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

E’ Ola Pono- to live the proper way

School Behavioral Standards

All Settings Walkways PlaygroundRecessP.E.

Cafeteria Restrooms Arrival/ Dismissal

Assembly Field Trips

Kuleana

BeResponsible

Be on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter free

Plan aheadWalk directly to destination

Take care of equipment/facilitiesPlan appropriate times for drinks/ restroom visits

Have lunch card ready Be orderly in all lines

FlushTurn off waterUse restroom at designated timesUse facilities for intended purposes

Have money/pass readyBe on time

Listen attentivelyKeep hands and feet to yourself

Turn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunch

Ho’ihi

BeRespectful

Use appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in people

Use quiet voices when classes are in session

Be a good sportInclude others in your play

Use proper table mannersEat your own food

Observe privacy of othersUse polite words and actions

Listen to JPO’s supervisors and bus driverUse quiet voice and polite words on bus

Focus on programSit quietlyClap at appropriate times

Care for the field trip siteListen to speakers

Laulima

BeCooperative

Be helpful Participate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas only

Keep movement flowingShare equipment and play space

Follow rules/ procedures

Wait patiently/ quietly

Wait patiently/ quietly

Enter/exit vehicles in an orderly fashionShare bus seats

Sit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwise

Stay with your chaperone/group

Malama

Be Safe

Immediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areas

Walk at all times Avoid rough, dangerous playUse equipment properly

Walk at all timesWash hands Chew food well; don’t rush

Use designated restroomWalk

Wait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk only

Be careful when approaching or leaving the stage area

Use the buddy systemFollow school/bus rules

King Kaumualii on Kauai

Walkways

Kuleana: Be Responsible Plan aheadWalk directly to destination

Ho’ihi: Be Respectful Walk quietly when classes are in session

Laulima: Be CooperativeKeep movement flowingShare equipment and play space

Malama: Be SafeWalk at all times


Kuleana: Be Responsible Take care of equipment/facilitiesPlan appropriate times for drinks/restroom visits

Ho’ihi: Be Respectful Be a good sport

Laulima: Be CooperativeFollow rules/ procedures

Malama: Be SafeAvoid rough, dangerous play Use equipment properly

Playground / Recess / P.E.


Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria


Kuleana: Be Responsible Turn in paperwork/$ on timeWear appropriate

footwear/clothingBring home lunch Ho’ihi: Be Respectful Care for the field trip siteListen to speakers

Laulima: Be CooperativeStay with your

chaperone/group

Malama: Be SafeUse the buddy systemFollow school/bus rules

Field Trips


Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

“Traveling Passports”

• Precorrecting new kids

• Procedures

– Meet with key adults

– Review expectations

– Go to class

Teaching Expectations

• Meet as team for 11 minutes

• Review/develop procedures for teaching school-wide expectations (1 p. 8-10) (5)

• Present 2-3 “big ideas” from your team (1 min. reports)

AttentionPlease

1 Minute

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned

– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Acknowledge & Recognize

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

10

20

30

40

50

60

70

80

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

“Bus Bucks”• Improving bus behaviors

• Procedures– Review bus citations

– On-going driver meetings

– Teaching expectations

– Link bus bucks w/ schools

– Acknowledging bus drivers

“Super Sub Slips”

• Empowering substitute teachers

• Procedures

– Give 5 per sub in subfolder

– Give 2 out immediately

“Positive Office Referral”

• Balancing positive/negative adult/student contacts

• Procedures

– Develop equivalent positive referral

– Process like negative referral

“Piece of Paper”

In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

Acknowledgements• 12 minutes

• Review/develop what your school does to formally acknowledge positive student social behavior (1 p. 11-13)

• Report 2-3 “big ideas” from your table discussion (1 min. reports)

AttentionPlease


Acknowledgements• 12 minutes

• Review/develop what your school does to formally acknowledge positive student social behavior (1 p. 11-13)

• Report 2-3 “big ideas” from your table discussion (1 min. reports)

Agreements

Team




PROCESS

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

Avoiding “Train-n-Hope”

• Work for 5 min.

• Describe 2-3 strategies for embedding staff development into daily, weekly, monthly, etc. routines of school

• Pick spokesperson to give 1 min. report of 1 strategy

AttentionPlease

1 Minute(Spokesperson)

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders








~80% of Students

~15%

~5%



SUPPORT

“Golden Plunger”

• Involve custodian

• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 Free Period”

• Contributing to a safe, caring, effective school environment

• Procedures

– Given by Principal

– Principal takes over class for one hour

– Used at any time

“G.O.O.S.E.”

• “Get Out Of School Early”

– Or “arrive late”

• Procedures

– Kids/staff nominate

– Kids/staff reward, then pick

Staff Acknowledgements

• 11 minutes

• Review/develop procedures for acknowledging/encouraging staff contributions & accomplishments

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease


Agreements

Team




PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation








~80% of Students

~15%

~5%



SUPPORT

What does SWPBS look like? • >80% of students can tell you what is expected of them &

give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• Function based behavior support is foundation for addressing problem behavior.

• Data- & team-based action planning & implementation are operating.

• Administrators are active participants.

• Full continuum of behavior support is available to all students

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

efe

rrals

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Office Discipline Referrals

• Definition– Kid-Teacher-Administrator interaction

– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions

– Distinction between office v. classroom managed

– Continuum of behavior support

– Positive school-wide foundations

– W/in school comparisons

Team Implementation Checklist (2)

• Work as team for 15 minutes

• Complete & submit one copy of TIC

• Present 2-3 “big ideas” from your group (1 min. reports)

“Mom, Dad, Auntie, & Jason”

In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin’ at school

After implementing SW-PBS, Principal reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

“I like it here.”

Over past 3 years, 0 teacher requests for transfers

“She can read!”With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy.

Result: >85% of students in 3rd grade are reading at/above grade level.

ODR Admin. Benefit

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. Benefit

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

Tools (pbis.org)

• EBS Self-assessment

• TIC: Team Implementation Checklist

• SSS: Safe Schools Survey

• SET: Systems School-wide Evaluation Tool

• PBS Implementation & Planning Self-assessment

• ISSET: Individual Student Systems Evaluation Tool (pilot)

• SWIS: School-Wide Information System (swis.org)

Action Planning: Guidelines

• Agree upon decision making procedures

• Align with school/district goals.

• Focus on measurable outcomes.

• Base & adjust decisions on data & local contexts.

• Give priority to evidence-based programs.

• Invest in building sustainable implementation supports (>80%)

• Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)

Action Planning (12) (2:45)• Review “big ideas”

– Content from two days

– Review/modify action plan (what, when, how, who)

– “Getting Started” (1)

– SW PBS (B)

– School data

• Logistics– Complete & return TIC (2) TODAY

– Develop report to staff

– Build data-management (C/9) capacity

– Schedule next team meeting date

• Report 2-3 planned activities from your team action planning (1 min.)

AttentionPlease


To Conclude• Create systems-based preventive continuum of

behavior support

• Focus on adult behavior

• Establish behavioral competence

• Utilize data based decisions

• Give priority to academic success

• Invest in evidence-based practices

• Teach & acknowledge behavioral expectations

• Work from a person-centered, function-based approach

• Arrange to work smarter

Documents

Challenge #1. Challenge #2 Challenge #3 Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe,